FORM TP 2015053 C A R I B B E A N TEST CODE E X A M I N A T I O N S 01210032 MAY/JUNE 2015 C O U N C I L CARIBBEAN SECONDARY EDUCATION CERTIFICATE® EXAMINATION CARIBBEAN HISTORY Paper 032 – General Proficiency 2 hours READ THE FOLLOWING INSTRUCTIONS CAREFULLY. 1. This paper consists of FIVE questions. Answer ALL questions. 2. Study the source material provided carefully before attempting to answer any of the questions. You will need to use information from the sources as well as your own knowledge to answer the questions. 3. You will be given credit for answers that are fully developed, well reasoned and expressed in clear, grammatical language. 4. You are advised to read through the paper and plan your answers. 5. If you need to rewrite any answer and there is not enough space to do so on the original page, you must use the extra lined page(s) provided at the back of this booklet. Remember to draw a line through your original answer. 6. If you use the extra page(s) you MUST write the question number clearly in the box provided at the top of the extra page(s) and, where relevant, include the question part beside the answer. DO NOT TURN THIS PAGE UNTIL YOU ARE TOLD TO DO SO. Copyright © 2014 Caribbean Examinations Council All rights reserved. 01210032/F 2015 *0121003203* 0121003203 Study the FIVE sources below which relate to the establishment of the peasantry, 1838 to 1900, and then answer ALL the questions that follow. SOURCE I GUYANA Governor Henry Light to Lord Russell (Secretary of State for the Colonies): Despatch No.185 of November 18, 1839 It may not be misplaced to mention here, the enterprise of the lately emancipated class — six of whom have bought an abandoned estate named Northbrook on the East Coast of Demerara for which they paid thirty thousand guilders they are about to replant it with sugar. It … speaks volumes against the determined idleness of the Negro… it is also proof that a preference is shown to the cultivated parts of the Colony, rather than retreat to distant parts where the same money would have procured them twice the number of acres from the Crown. GUYANA SOURCE II The system of Freeholds appears one of the crying evils of the day, and is indeed little better than a licensed system of squatting. Where whole districts present but a scene of abandoned estates, it is very easy to purchase land [cheaply], and thus members combining, deserted plantations are bought up and villages quickly formed in their sites. There are great numbers too, who strictly speaking, squat up the rivers and creeks, that is, settle themselves on crown land without any title whatever. The forest teeming with game and the rivers with fish, afford them plentiful subsistence, and the ground with little tillage yields them an abundant supply of provisions. They carry on a small trade in firewood, charcoal, etc. But by day the greatest part of their lives is spent in absolute idleness. Report on British Guiana in the “Report of the British Government’s Select Committee on Sugar 1848” in S.C. Gordon, Caribbean Generations, A CXC History Source Book, Longman Caribbean, 1983, p .154. ANTIGUA SOURCE III A female proprietor … was advised to sell off part of her property in small lots... The labourers in the neighbourhood bought up all the little freeholds with extreme eagerness, made their payments faithfully, and lost no time in settling on the spots which they had purchased. They soon framed their houses and brought their gardens into useful cultivation with yams, bananas, plantains, pineapples, and other fruits and vegetables including plots of sugar cane. In this way Augusta and Liberta sprang up as if by magic. It was a sense of contentment and happiness: and I may certainly add of industry, for those little freeholds occupied only the leisure hours in working their own grounds... Gurney: “A Winter in the West Indies” in S.C. Gordon, Caribbean Generations, A CXC History Source Book, Longman Caribbean, 1983, pp. 149–150. 01210032/F 2015 GO ON TO THE NEXT PAGE *0121003204* 0121003204 DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA -2- DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA -3SOURCE IV JAMAICA I quote here some of the minor articles grown or collected now exclusively by small settlers, and institute a comparison between the exportation in 1859 and exportation before emancipation had taken effect. 1834 1859 Logwood 8,432 14,006 Fustic (tons) 2,120 2,329 Mahogany (feet) 1,936 35,000 Succades (cwt) none 279 Cocoanuts (number) none 712, 913 Ebony (tons) none 25 Beeswax (cwt) none 770 Honey (gallons) none 6 954 Pimento (lb) 3,590,000 (1841) 7,465,000 Adapted from: Sewell, “The Ordeal of Free Labour, 1861” in S.C. Gordon, Caribbean Generations, A CXC History Source Book, Longman Caribbean, 1983, p.151. SOURCE V GRENADA Even now Grenada abounds more in fruit, especially the most prized — the orange and its varieties, and the pineapple, they say of the British Antilles. From the convenient position of that island about midway between St. Vincent and Tobago and between Barbados and Trinidad with excellent ports. This island is ...well adapted for trade, and possesses more than ordinary facilities for exporting its excess of produce, especially fruits of which and of vegetables, even now large quantities are sent weekly to Trinidad and Barbados. Davy, “The West Indies Before and Since Emancipation” in S.C. Gordon, Caribbean Generations, A CXC History Source Book, Longman Caribbean, 1983, p.151. 01210032/F 2015 GO ON TO THE NEXT PAGE *0121003205* 0121003205 1. With reference to Sources I–V, list THREE economic activities used by Caribbean peasants to sustain themselves after Emancipation. ............................................................................................................................................................ ............................................................................................................................................................ ........................................................................................................................................................... .......................................................................................................................................................... (3 marks) 2. (a) Name the group whose views are MOST likely represented in Source II? .............................................................................................................................................. (1 mark) (b) Outline TWO factors which might explain the difference in the views expressed about peasant development in Guyana in Sources I and II. .............................................................................................................................................. .............................................................................................................................................. .............................................................................................................................................. .............................................................................................................................................. .............................................................................................................................................. (2 marks) 3. (a) With reference to Sources I–V, outline THREE characteristics that were common to peasant development in the Caribbean. .............................................................................................................................................. .............................................................................................................................................. .............................................................................................................................................. .............................................................................................................................................. (3 marks) (b) “But by day the greatest part of their lives is spent in absolute idleness.” Give TWO pieces of evidence from Sources I, III, IV and V that contradict this statement made in Source II? ............................................................................................................................................. ............................................................................................................................................. ............................................................................................................................................. ............................................................................................................................................. ............................................................................................................................................. (4 marks) 01210032/F 2015 GO ON TO THE NEXT PAGE *0121003206* 0121003206 DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA -4- DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA -54. Using the information provided in Source IV, state TWO ways in which peasant cultivation contributed to the Jamaican economy. .............................................................................................................................................................. .............................................................................................................................................................. ......................................................................................................................................................... (2 marks) 5. Discuss FIVE obstacles faced by freed Africans in their quest to establish themselves as independent peasants. ......................................................................................................................................................... ......................................................................................................................................................... ......................................................................................................................................................... ......................................................................................................................................................... ......................................................................................................................................................... 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(20 marks) Total 35 marks END OF TEST IF YOU FINISH BEFORE TIME IS CALLED, CHECK YOUR WORK ON THIS TEST. The Council has made every effort to trace copyright holders. However, if any have been inadvertently overlooked, or any material incorrectly acknowledged, CXC will be pleased to correct this at the earliest opportunity. 01210032/F 2015 *0121003208* 0121003208 DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA -6-
